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Bolton Association of Secondary Head Teachers Are We Brave Enough? 26 th June 2014

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Presentation To Bolton Secondary Headteachers

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Page 1: Bolton Association of Secondary Head Teachers

Bolton Association of Secondary

Head Teachers

Are We Brave Enough?

26th June 2014

Page 2: Bolton Association of Secondary Head Teachers

How’s Your Reservoir

of Hope & Joy?Photo Credit: Eustaquio Santimano (https://www.flickr.com/photos/25509772@N00/5211134786/) via http://compfight.com

Page 3: Bolton Association of Secondary Head Teachers

How Will You Refill Your

Reservoir?Photo Credit: incurable_hippie (https://www.flickr.com/photos/49503155381@N01/4914098416/) via http://compfight.com

Page 4: Bolton Association of Secondary Head Teachers
Page 5: Bolton Association of Secondary Head Teachers
Page 6: Bolton Association of Secondary Head Teachers

Cooperation and coordination a plenty

but was there ever any collaboration?

“We want to support school improvement and quality assurance across each other’s schools. We want to develop joint service provision and joint professional development. We are excited by the potential opportunities developing together the next generations of teachers and through research and development sharpen and enrich practice for all. We also want to look after each other!”

Page 7: Bolton Association of Secondary Head Teachers

http://www.jarche.com/2010/03/pkm-a-node-in-the-learning-network/

Page 8: Bolton Association of Secondary Head Teachers

What Does the Brave New World

Look Like?

What Would Help You Get

There?

Page 9: Bolton Association of Secondary Head Teachers

Imagine There’s No Ofsted

It’s Easy If You Try

The Changing Face of Accountability

Page 10: Bolton Association of Secondary Head Teachers
Page 11: Bolton Association of Secondary Head Teachers

Accountability•What

•Who

•When

•How

Page 12: Bolton Association of Secondary Head Teachers

Narrow Accountability

Tail Wagging the Dog“Keep Ofsted Happy”

Page 13: Bolton Association of Secondary Head Teachers

Rich, Diverse Accountability

• Distinct and discrete personal or

institutional accountability aligned to

vision and values.

• Genuine accountability to students and

their parents.

• Peer accountability between schools

and their leaders within the locality.

Page 14: Bolton Association of Secondary Head Teachers

Rich, Diverse Accountability

Page 15: Bolton Association of Secondary Head Teachers

Carpe DiemI believe that up until now we have been dabbling in system leadership. It is now time for the profession to take charge as we move into the next phase … Educational leadership includes but should not be limited by locality or groups of schools. The next phase in system leadership is leadership of the education system itself.

Page 16: Bolton Association of Secondary Head Teachers

Imagine All the Leaders,

Living Life in Peace

The Brave New World

Page 17: Bolton Association of Secondary Head Teachers

How Will You Support Each Other?

Page 18: Bolton Association of Secondary Head Teachers

Competition Drivers

Collaborations Drivers

Page 19: Bolton Association of Secondary Head Teachers

Noise or Necessity• What is noise what is

necessary?

• What noise could you

ignore?

• What would is your

overriding priority for the

next twelve months?

Page 20: Bolton Association of Secondary Head Teachers

Imagine All the Children,

Challenged & Fulfilled

Accountability Measures

Restrict or Define You?

Page 21: Bolton Association of Secondary Head Teachers
Page 22: Bolton Association of Secondary Head Teachers

General Pathway

Page 23: Bolton Association of Secondary Head Teachers

Specialised Pathway

Vocational Option x 2

GCSE Choice

Impact on Progress 8

Page 24: Bolton Association of Secondary Head Teachers

Year 8 Into 9 “Options”

30% of Curriculum Time

Year 9 also have 13.3% English, 13.3% Maths 13.3% Science, 10% MFL, 10% RE (& PSHE/PE)

Page 25: Bolton Association of Secondary Head Teachers
Page 26: Bolton Association of Secondary Head Teachers
Page 27: Bolton Association of Secondary Head Teachers
Page 28: Bolton Association of Secondary Head Teachers

Imagine All the Teachers,

Working Successfully

What Can You Do More Powerfully Together?

Building Professional Capital

Page 29: Bolton Association of Secondary Head Teachers
Page 30: Bolton Association of Secondary Head Teachers

From On Distributed Communications by Paul Baran, 1964

The Changing Face of Professional DevelopmentFrom Known Nodes to Wild Networks

Page 31: Bolton Association of Secondary Head Teachers

Moving to Disciplined Innovation

• Create Opportunities for People to Grow

• Give Time, Allow Time

• Enhance Teachers’ Research Skills

• Increase “Stickability” in Knowledge Transfer

• Evaluate, Evaluate, Evaluate

Page 32: Bolton Association of Secondary Head Teachers

Create Opportunities for People to Grow

• Go outside of the school’s structure– Build a little Babylon

• Innovation Fellows

• System Redesign TLRs (use TLR 3)

• R&D Communities

• Voluntary INSET #OutstandingIn10Plus10

• Leadership Development Programme– Getting Better Project

Page 33: Bolton Association of Secondary Head Teachers

Give Time

• Innovation Fellows

– One day per week/fortnight additional non-contact time for two years

• R&D Community Leaders

– One period per fortnight additional non-contact time

– Cover Vouchers for staff in the community

• All staff

– Two hours weekly CPD/Meeting time

Page 34: Bolton Association of Secondary Head Teachers

Allow Time

• Most innovations are abandoned before they ever reach maturity

• Too many innovations/changes at the same time lead to a lack of improvement

• People get on board at different stages

– Our nature, our interest?

Page 35: Bolton Association of Secondary Head Teachers

Enhance Teachers’ Research Skills

• Soft skills needed for Hard Edged Outcomes

• Currently the Most Skilled Researchers aren’t in the class room

• Give Structure to the Process

• Connect with Universities

– Role of Teaching Schools

Page 36: Bolton Association of Secondary Head Teachers

Evaluate, Evaluate, Evaluate

• The profession’s Achilles Heel

• To often “Good” or “Best” Practice is because I say it is

• Evaluation may take different forms

– Different types of evaluation: quantitative & qualitative are valuable and valid

– No evaluation is not a valid form of evaluation!

• Lesson Study provides as excellent model

Page 37: Bolton Association of Secondary Head Teachers

Increase “Stickability” in Knowledge Transfer

• Knowledge Transfer Involves a “sender” and a “receiver”– No shortage of sending!

– Are people increasingly deaf to the node?

– More Babylon is Appearing

• From Sharing Good Practice to Joint Practice Development– NMP Joint Primary/Secondary Mathematics

Project

Page 38: Bolton Association of Secondary Head Teachers

BEB CMAT• Executive Headteacher

– Chief Builder of Professional Capital

• Assistant Headteacher – Maths & Numeracy

– AHT Literacy & English to Follow

– Professional Development Department

• In-house CPD Programmes

– Leadership Programme

– #OutstandingIn10Plus10

– Maths KS 1-3 Group

Page 39: Bolton Association of Secondary Head Teachers

Imagine There’s No Chaos,

Coherence is the Key

Clockwork & Ecosystems.

Complicated or Complex?

Page 40: Bolton Association of Secondary Head Teachers

Is Your School Like This? Should It Be?Photo Credit: Sergei Golyshev (https://www.flickr.com/photos/29225114@N08/2778223048/) via http://compfight.com

Page 41: Bolton Association of Secondary Head Teachers

Photo Credit: Douglas Brown (https://www.flickr.com/photos/11556508@N00/9465142412/) via http://compfight.com

Is Your School Like This? Should It Be?

Page 42: Bolton Association of Secondary Head Teachers

Acknowledgement:www.docstoc.com

Page 43: Bolton Association of Secondary Head Teachers

Acknowledgement: http://mckennasgoogleearthproject.blogspot.co.uk/2014/02/tropical-rainforest-food-web.html

Page 44: Bolton Association of Secondary Head Teachers